CHAPTER Section 2 (pages 641–651) 19 Lesson Plan The ... · PDF file156 Chapter 19, Section 4 Lesson Plan for The Other America continued ... 4. Explain the Cold War symbolism of

Section 2 Objectives 1. Explain how changes in business affected workers. 2. Describe the suburban lifestyle of the 1950s. 3. Identify causes and effects of the boom in the

automobile industry. 4 . Explain the increase in consumerism in the 1950s.

Focus & Motivate__ Discuss Main Idea and Terms & Names

PE, p. 641

Instruct__ Read the section

PE, pp. 641–651Unit 5 In-Depth Resources: Guided Reading, p. 67Building Vocabulary, p. 70

__ Discuss key questionsTE, pp. 641, 643, 646, 648, 651

__ Now & Then: FranchisesPE, p. 642

__ Key Player: Jonas SalkPE, p. 644

__ History Through Art: After the PromPE, p. 645

__ More About: The Suburban Lifestyle; Comic Books; The Interstate Highway System; Car Ads; Advertising and Alienation; Credit Cards; Advertising; Postwar SuburbsTE, pp. 643, 645–650

__ Infographic: Americans Hit the RoadPE, p. 647

__ Tracing ThemesTE, pp. 644, 647

__ Now & Then: Southern California and the AutomobilePE, p. 646

__ Geography Spotlight: The Road to SuburbiaPE, pp. 650–651

__ Highway ConstructionHumanities Transparency HT42

__ Critical Thinking: Percentage of Urban-Suburban Growth Rates, 1920–1970Critical Thinking Transparency CT61

Cross-Curricular Links__ Economics: Franchising; Automobile Advertising

TE, pp. 642, 647Integrated Assessment Book

The Postwar Boom 151

CHAPTER Section 2 (pages 641–651) Lesson Plan

Name Date

19

The American Dream in the Fifties

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TENNESSEE PLANNER

Process Standards

P6, P7, P12, P20, P29, P32

Learning Expectations

Era 9, 2.2; Era 9, 6.1; Era 9, 6.3

Performance Indicators State

9.4, 9.6, 9.13

Performance Indicators Teacher

8.11, 9.9, 9.10

TN_TA-21_LP_001-208.indd 151TN_TA-21_LP_001-208.indd 151 4/25/07 8:09:39 AM4/25/07 8:09:39 AM

152 Chapter 19, Section 2

Lesson Plan for The American Dream in the Fifties continued

Homework Assignments Other Teaching Materials

__ Literature: from The Man in the Gray Flannel SuitUnit 5 In-Depth Resources, pp. 82–83

__ Geography: The Baby BoomUnit 5 In-Depth Resources, pp. 76–77

Differentiating Instruction__ Proficient Readers: Understanding Main Ideas and Details

TE, p. 646Reading Study Guide, pp. 193–194

__ Gifted and Talented Students: Analyzing The Feminine MystiqueTE, p. 644

__ Students Acquiring English/ESL: VocabularyTE, p. 643Access for Students Acquiring English, pp. 209, 214–215Spanish Reading Study Guide, pp. 193–194

Integrate Technology__ Electronic Teacher Tools__ Test Generator

Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD

Track 25, “Atotonilco,” 1958__ Using the Internet

classzone.com

Assess & Reteach__ Section 2 Assessment

PE, p. 649__ Section 2 Quiz

Formal Assessment, p. 355__ Reteaching Activity

TE, p. 649Unit 5 In-Depth Resources, p. 73

Block Scheduling Options__ Cooperative Learning: Creating an Ad

TE, p. 648

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Section 3 Objectives 1. Explain how television programs in the 1950s

reflected middle class values. 2. Explain how the beat movement and rock’n’roll

music clashed with middle class values. 3. Describe ways that African-American entertainers

integrated the media in the 1950s.


PE, p. 652



__ Discuss key questionsTE, pp. 652, 655, 659

__ Historical Spotlight: TV Quiz ShowsPE, p. 653

__ Graphs: Glued to the SetPE, p. 653

__ Skillbuilder Lesson: Primary and Secondary SourcesTE, p. 655

__ Tracing ThemesTE, p. 654

__ More About: James Dean; Jack Kerouac; TV and Rock ‘n’ Roll; Nat “King” Cole; Rock ‘n’ RollTE, pp. 654–658

__ History Through Music: “Hound Dog” — A Rock ‘n’ Roll CrossoverPE, p. 656

__ Daily Life: The Emergence of the TeenagerPE, pp. 658–659

__ American Lives: Milton BerleUnit 5 In-Depth Resources, p. 86

Cross-Curricular Links__ Popular Culture: Analyzing 1950s Television Shows

TE, p. 654__ Music: Examining “Oldies But Goodies”

TE, p. 656__ Literature: from 1959

Unit 5 In-Depth Resources, p. 84



Name Date

19

Popular Culture

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TENNESSEE PLANNER

Process Standards

P3, P7, P8, P12, P14, P15, P32, P33


Era 9, 6.1; Era 9, 6.3


9.2, 9.4, 9.6, 9.12, 9.13


10.2



Lesson Plan for Popular Culture continued


Differentiating Instruction__ Less Proficient Readers

Reading Study Guide, pp. 195–196__ Students Acquiring English/ESL

Access for Students Acquiring English, pp. 211, 213Spanish Reading Study Guide, pp. 195–196


Section 3 Quiz__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: The Impact of Television on Family Life

TE, p. 653Integrated Assessment Book

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Section 4 Objectives 1. Explain how the white migration to the suburbs

created an urban crisis. 2. Describe the efforts of minorities to gain equal

rights and fight poverty.


PE, p. 660



__ Discuss key questionsTE, pp. 660, 662

__ One American’s Story: James BaldwinPE, p. 660

__ Graph: Income Gap in AmericaPE, p. 661

__ More About: James Baldwin; Michael Harrington; BracerosTE, pp. 661–662


__ Primary Source: from The Other AmericaUnit 5 In-Depth Resources, p. 80

__ Primary Source: The Voluntary Relocation ProgramUnit 5 In-Depth Resources, p. 81

__ Art: Her WorldHumanities Transparency HT26

Differentiating Instruction__ Less Proficient Readers: Using Context Clues


__ Gifted and Talented Students: Mexican ImmigrationTE, p. 662

__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 212Spanish Reading Study Guide, pp. 197–198



Name Date

19

The Other America

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TENNESSEE PLANNER

Process Standards

P8, P32, P33


Era 9, 6.1


9.2



Lesson Plan for The Other America continued



Section 4 QuizChapter Test

__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





__ Chapter 19 AssessmentPE, pp. 664–665

__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 358–369

Block Scheduling Options__ Critical Thinking: The Postwar Boom

Critical Thinking Transparency CT27

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Section 1 Objectives 1. Identify the factors that contributed to Kennedy’s

election in 1960. 2. Describe the new military policy of the Kennedy

administration. 3. Summarize the crises that developed over Cuba. 4. Explain the Cold War symbolism of Berlin in the

early 1960s.

Introduce the Chapter__ Interpreting the Photograph: Gemini 6 spacewalk

PE, pp. 668–669__ Chapter Time Line

PE, pp. 668–669TE, p. 668 Time Line Discussion

__ Interact with HistoryPE, p. 669


PE, p. 670




__ One American’s Story: John F. KennedyPE, p. 670

__ Another Perspective: Eisenhower’s WarningPE, p. 673

__ Political CartoonPE, p. 674

__ Map: Cuban Missile Crisis, October 1962PE, p. 675

__ Key Players: John F. Kennedy and Nikita KhrushchevPE, p. 676

__ World Stage: The Berlin Wall, 1961PE, p. 677

__ Infographic: The Berlin WallPE, p. 677

__ More About: The Kennedy-Nixon Debates; The King Arrest; Kennedy’s Inaugural Address; The Bay of Pigs Invasion; The Cuban Missile Crisis; Nikita Khrushchev Kennedy and Berlin; The Berlin WallTE, pp. 671, 672, 674–678Unit 6 In-Depth Resources: Primary Source: JFK’s Inaugural Address, pp. 11–12

__ Skillbuilder Lesson: Predicting EffectsTE, p. 671Unit 6 In-Depth Resources: Skillbuilder Practice, p. 5


The New Frontier and the Great Society 157

CHAPTER Opener; Interact with History; Section 1 (pages 668–678) Lesson Plan

Name Date

20

Kennedy and the Cold War

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TENNESSEE PLANNER

Process Standards

P6, P7, P12, P16, P32, P34, P37


Era 9, 3.1; Era 9, 3.2; Era 9, 4.1; Era 9, 5.1; Era 9, 5.2


9.3, 9.5, 9.9, 9.11


9.8, 9.11



Lesson Plan for Kennedy and the Cold War continued


Cross-Curricular Links__ Government: The President’s Staff


__ World History: Gathering Cuban Missile Crisis MemoriesTE, p. 675Integrated Assessment Book

__ Geography: Berlin and GermanyTE, p. 677Integrated Assessment Book

Differentiating Instruction__ Less Proficient Readers: Chronological Order


__ Students Acquiring English/ESL: Understanding Cold War TerminologyTE, p. 676Access for Students Acquiring English, pp. 218, 221, 222–223Spanish Reading Study Guide, pp. 201–202



classzone.com





Block Scheduling Options__ Cooperative Learning: Debating the Bay of Pigs


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Section 2 Objectives 1. Summarize the New Frontier domestic and foreign

agendas. 2. Describe the tragic chain of events surrounding

Kennedy’s assassination.


PE, p. 679




__ One American’s Story: Alan ShepardPE, p. 679

__ Economic Background: What is a Recession?PE, p. 680

__ Historical Spotlight: Johnson and Mission ControlPE, p. 681

__ Graphs: U.S. Space Race Expenditures, 1959–1975PE, p. 681

__ More About: The Peace Corps; Kennedy and Civil Rights; Migrant Farm WorkersTE, pp. 680, 682, 684

__ Now & Then: Kennedy’s AssassinationPE, p. 683

__ Geography Spotlight: The Movement of Migrant WorkersPE, pp. 684–685


__ American Lives: Alan ShepardUnit 6 In-Depth Resources, p. 18

__ Art: The Nation MournsHumanities Transparency HT43

Cross-Curricular Links__ Science: The Continuing Commitment to Space Exploration


__ Literature: from Paper WingsUnit 6 In-Depth Resources, pp. 15–17



Name Date

20

The New Frontier

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P15, P32


Era 10, 3.1


9.4


9.8



Lesson Plan for The New Frontier continued



Reading Study Guide, pp. 203–204__ Gifted and Talented Students: The Warren Report and Conspiracy Theories

TE, p. 682__ Students Acquiring English/ESL

Access for Students Acquiring English, p. 219Spanish Reading Study Guide, pp. 203–204


Section 2 Quiz__ Electronic Library of Primary Sources

Tom Wicker, from That Day in Dallas, 1963__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Writing an Advertisement for the Peace Corps


__ Geography: Influence of Alliance for ProgressGeography Transparency GT28

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Section 3 Objectives 1. Describe the political path that led Johnson to the

White House. 2. Explain Johnson’s efforts to enact a domestic

agenda. 3. Summarize the goals of Johnson’s Great Society. 4. Identify the reforms of the Warren Court. 5. Evaluate the impact of Great Society programs.


PE, p. 686



__ Discuss key questionsTE, pp. 686, 687, 689, 691, 693, 695

__ Key Player: Lyndon B. JohnsonPE, p. 687

__ World Stage: The War in VietnamPE, p. 688


__ Chart: Great Society Programs, 1964–1967PE, p. 690

__ More About: Barry Goldwater; Education and Government; Medicare and Medicaid; Rights of the Accused; Warren’s Opinions; The Politics of CrimeTE, pp. 688–690, 692, 694, 695

__ Now & Then: Medicare on the LinePE, p. 691

__ Point/CounterpointPE, p. 692

__ Political CartoonPE, p. 693

Cross-Curricular Links__ Politics: Presidential Campaigns: Then and Now


__ Government: Project Head StartTE, p. 689Integrated Assessment Book

__ Civics: Consumer ProtectionTE, p. 691



Name Date

20

The Great Society

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TENNESSEE PLANNER

Process Standards

P9, P20, P32, P35


Era 9, 4.1; Era 9, 4.2; Era 10, 1.2; Era 10, 4.2


9.3, 9.7, 9.8, 9.11


9.7, 9.8



Lesson Plan for The Great Society continued


Differentiating Instruction__ Less Proficient Readers: Finding Main Idea and Supporting Details


__ Gifted and Talented Students: Mexican ImmigrationTE, p. 662




__ Electronic Library of Primary SourcesU.S. Government, from Civil Rights Act of 1964National Lawyers Guild, from Citizens’ Guide to the Civil Rights Act of 1964

__ America’s Music CD__ Using the Internet

classzone.com







Block Scheduling Options__ Cooperative Learning: Outlining Provisions for a Great Society Program


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Section 1 Objectives 1. Explain how legalized segregation deprived African

Americans of their rights as citizens. 2. Summarize civil rights legal activity and the response

to the Plessy and Brown cases. 3. Trace Dr. Martin Luther King, Jr.’s, civil rights

activities, beginning with the Montgomery Bus Boycott.

4. Describe the expansion of the civil rights movement.

Introduce the Chapter__ Interpreting the Photograph: March from Selma to Montgomery





PE, p. 700




__ Map: U.S. School Segregation, 1952PE, p. 701

__ World Stage: Apartheid — Segregation in South AfricaPE, p. 701

__ Key Player: Thurgood MarshallPE, p. 702

__ Key Player: Rosa ParksPE, p. 704

__ Key Player: Martin Luther King, Jr.PE, p. 706

__ Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka (1954)PE, pp. 708–709

__ Primary Source: Crisis in Little RockUnit 6 In-Depth Resources, p. 30

__ Geography: The Brown Decision, 10 Years LaterUnit 6 In-Depth Resources, pp. 28–29

Civil Rights 163


Name Date

21

Taking on Segregation

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TENNESSEE PLANNER

Process Standards

P7, P9, P12, P32, P35, P37


Era 9, 1.2; Era 9, 4.1; Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2


9.7, 9.8, 9.10


9.7, 9.12



Lesson Plan for Taking on Segregation continued


Cross-Curricular Links__ World History: Researching the Life of Nelson Mandela


__ Civics: Brown v. Board of EducationTE, p. 702

Differentiating Instruction__ Less Proficient Readers: Activating Prior Knowledge


__ Gifted and Talented Students: Researching the ”Little Rock Nine”TE, p. 703Integrated Assessment Book

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 226, 229, 230–231Spanish Reading Study Guide, pp. 209–210



Martin Luther King, from Stride Toward Freedom, 1958__ America’s Music CD__ American Stories Videos

Videocassette Volume 3__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Civil Rights Organizations


__ Critical Thinking: The Civil Rights MovementCritical Thinking Transparency CT29

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Section 2 Objectives 1. Identify the goal of the freedom riders. 2. Explain how civil rights activism forced President

Kennedy to act against segregation. 3. State the motives of the 1963 March on

Washington. 4. Describe the tactics tried by civil rights organizations

to secure passage of the Voting Rights Act.


PE, p. 710



__ Discuss key questionsTE, pp. 710, 711, 714, 715

__ History Through Photojournalism: Ernest WithersPE, p. 713

__ Chart: Civil Rights Acts of the 1950s and 1960sPE, p. 714

__ Tracing ThemesPE, pp. 711, 715

__ More About: National Media Coverage of Birmingham; “Letter from a Birmingham Jail;” Birmingham Church BombingTE, pp. 712, 714

__ Historical Spotlight: Twenty-Fourth Amendment — Barring Poll TaxesPE, p. 716

__ Primary Sources: Civil Rights Song; “I Have a Dream”; Political PosterUnit 6 In-Depth Resources, pp. 31–33

__ American Lives: A. Philip RandolphUnit 6 In-Depth Resources, p. 38

__ Humanities: March on WashingtonHumanities Transparency HT27

Cross-Curricular Links__ Humanities: Presenting Images and Sounds of a Historic Time


__ Literature: from And All Our Wounds ForgivenUnit 6 In-Depth Resources, pp. 34–36

__ Geography: Percentage of Registered African Americans of Voting AgeGeography Transparency GT29

Civil Rights 165


Name Date

21

The Triumphs of a Crusade

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TENNESSEE PLANNER

Process Standards

P6, P32


Era 9, 1.2; Era 9, 4.1; Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2


9.8, 9.10


9.7, 9.12



Lesson Plan for The Triumphs of a Crusade continued



Reading Study Guide, pp. 211–212__ Gifted and Talented Students: Divergent Views Within the Movement

TE, p. 711__ Students Acquiring English/ESL: Understanding a Speech and Its Impact

TE, p. 714Access for Students Acquiring English, p. 227Spanish Reading Study Guide, pp. 211–212


Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Creating News Reports on the Birmingham Protests


__ Cooperative Learning: Civil Rights Time Line, 1963–1965TE, p. 715Integrated Assessment Book

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Section 3 Objectives 1. Compare segregation in the North with segregation

in the South. 2. Identify the leaders who shaped the Black Power

movement. 3. Describe the reaction to the assassination of Martin

Luther King, Jr. 4. Summarize the accomplishments of the civil rights

movement.


PE, p. 717




__ One American’s Story: Alice WalkerPE, p. 717


__ Key Player: Malcolm XPE, p. 719

__ Historical Spotlight: Shirley ChisholmPE, p. 722

__ Graphs: Changes in Poverty and EducationPE, p. 723

__ Tracing Themes: Civil RightsPE, pp. 724–725

__ More About: The Harlem Riot; Stokely Carmichael; The Black Panthers; Martin Luther King, Jr.; Civil Rights; Civil Rights and Persons With DisabilitiesTE, pp. 718, 720, 721, 724, 725

__ Critical Thinking: The Civil Rights Movement; African-American Educational Attainment, 1960–1995Critical Thinking Transparencies CT29, CT63

Cross-Curricular Links__ Humanities: Researching Kwanzaa


__ Civics: Discussing ToleranceTE, p. 722

Civil Rights 167


Name Date

21

Challenges and Changes in the Movement

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TENNESSEE PLANNER

Process Standards

P7, P8, P12, P14, P32, P33, P34, P37




9.8, 9.10


9.7, 9.12, 9.13



Lesson Plan for Challenges and Changes in the Movement continued


Differentiating Instruction__ Less Proficient Readers: Interpreting Photographs


__ Gifted and Talented StudentsTE, p. 719




__ Electronic Library of Primary SourcesMalcolm X, from A Speech to Mississippi Youth, 1964


classzone.com







Block Scheduling Options__ Cooperative Learning: Creating a Historical Atlas


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Section 1 Objectives 1. Summarize Vietnam’s history as a French colony and

its struggle for independence. 2. Examine how the United States became involved in

the Vietnam conflict. 3. Describe the expansion of U.S. military involvement

under President Johnson.

Introduce the Chapter__ Interpreting the Photograph: Soldiers patrolling





PE, p. 730


PE, pp. 730–735Unit 6 In-Depth Resources:Guided Reading, p. 39Building Vocabulary, p. 44


__ One American Story: Lieutenant Colonel A. Peter DeweyPE, p. 730

__ Key Player: Ho Chi MinhPE, p. 731


__ Map: Indochina, 1959PE, p. 733

__ History Through Photojournalism: Interpreting a PhotographTE, p. 734

__ More About: Vietcong; Ho Chi Minh Trail; Tonkin Gulf ResolutionTE, pp. 732, 733, 735

__ Critical Thinking: The War in VietnamCritical Thinking Transparency CT30

__ Geography: The Vietnam War, 1964–1975Geography Transparency GT30

The Vietnam War Years 169


Name Date

22

Moving Toward Conflict

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TENNESSEE PLANNER

Process Standards

P10, P11, P17, P19, P22, P23, P32, P36


Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2; Era 10, 3.2; Era 10, 5.1; Era 10, 5.2


9.3, 9.5, 10.3


9.8



Lesson Plan for Moving Toward Conflict continued


Cross-Curricular Links__ World History: Chinese Influence in Vietnam; Division of Vietnam


__ Geography: Environmental Issues in Military ConflictTE, p. 733






U.S. Government, The Tonkin Gulf Resolution, 1964__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Researching Buddhism


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Section 2 Objectives 1. Explain the reasons for the escalation of U.S.

involvement in Vietnam. 2. Describe the military tactics and weapons used by

U.S. forces and the Vietcong. 3. Explain the impact of the war on American society.


PE, p. 736




__ Key Player: General William WestmorelandPE, p. 737

__ Illustration: Tunnels of the VietcongPE, p. 738

__ Now & Then: Land MinesPE, p. 739

__ More About: Army of the Republic of Vietnam; Agent Orange; Philip Caputo; J. William FulbrightTE, pp. 737, 739–741

__ Skillbuilder Lesson: Distinguishing Fact From OpinionTE, p. 737Unit 6 In-Depth Resources: Skillbuilder Practice, p. 45

__ Primary Source: Letters from a Vietnam SoldierUnit 6 In-Depth Resources, p. 55

__ American Lives: Robert McNamaraUnit 6 In-Depth Resources, p. 62

Cross-Curricular Links__ World History: Guerilla Warfare


__ Science: Agent OrangeTE, p. 739Integrated Assessment Book

__ Geography: The Vietnam WarGeography Transparency GT30



Name Date

22

U.S. Involvement and Escalation

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TENNESSEE PLANNER

Process Standards

P21, P32


Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2; Era 10, 3.2; Era 10, 5.1; Era 10, 5.2


9.5


9.8



Lesson Plan for U.S. Involvement and Escalation continued


Differentiating Instruction __ Less Proficient Readers





Lyndon B. Johnson, From Peace Without Conquest, 1965__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Simulating a TV Interview

TE, p. 740

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Section 3 Objectives 1. Explain the draft policies that led to the Vietnam

War becoming a working-class war. 2. Trace the roots of opposition to the war. 3. Describe the antiwar movement and the growing

divisions in U.S. public opinion about the war.


PE, p. 742




__ One American’s Story: Stephan GubarPE, p. 742

__ Graph: U.S. Military Personnel in VietnamPE, p. 743


__ Historical Spotlight: “The Ballad of the Green Berets”PE, p. 745

__ Difficult Decisions: Resist the Draft or Serve Your Country?PE, p. 746

__ More About: The Draft; Women in Vietnam; Tom Hayden; Robert McNamaraTE, pp. 743, 744, 747

__ Primary Sources: Protest Buttons; The New LeftUnit 6 In-Depth Resources, pp. 56, 57

Cross-Curricular Links__ Humanities: Oral Readings and Response

TE, p. 743__ Civics: Which Side Were You On?

TE, p. 746



Name Date

22

A Nation Divided

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P15, P32


Era 9, 5.1; Era 9, 5.2; Era 10, 5.1; Era 10, 5.2


9.6



Lesson Plan for A Nation Divided continued


Differentiating Instruction__ Less Proficient Readers: Questioning Techniques




Section 3 Quiz__ America’s Music CD__ American Stories Video

Videocassette Volume 3__ Using the Internet

classzone.com





Block Scheduling Options__ Link to Music: Composing “Hawk” or “Dove” Lyrics


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Section 4 Objectives 1. Describe the Tet offensive and its effect on the

American public. 2. Explain the domestic turbulence of 1968. 3. Describe the 1968 presidential election.


PE, p. 748




__ One American’s Story: John LewisPE, p. 748

__ Map: Tet Offensive, Jan. 30–Feb. 24, 1968PE, p. 749

__ Chart: Election of 1968PE, p. 753

__ More About: The Tet Offensive and Public Opinion; Robert Kennedy; 1968; Hubert Humphrey; TV Convention Coverage; Richard J. DaleyTE, pp. 749–752

__ Primary Source: LBJ on Vietnam and ReelectionUnit 6 In-Depth Resources, p. 58

__ American Lives: John LewisUnit 6: In-Depth Resources, p. 63

__ Geography: The Vietnam WarGeography Transparency GT30

__ Critical Thinking: The Impact of the Tet OffensiveCritical Thinking Transparency CT64

Cross-Curricular Links__ Politics: Writing Editorials

TE, p. 750__ Geography: The Ho Chi Minh Trail

Unit 6 In-Depth Resources, pp. 51–52



Name Date

22

1968: A Tumultuous Year

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TENNESSEE PLANNER

Process Standards

P7, P12, P32, P34, P37




9.3, 9.5


9.12



Lesson Plan for 1968: A Tumultuous Year continued


Differentiating Instruction__ Less Proficient Readers: Tracking Presidential Candidates


__ Gifted and Talented Students: “The Chicago Seven”TE, p. 752Integrated Assessment Book

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 237, 241–242Spanish Reading Study Guide, pp. 223–224



City of Chicago, from The Strategy of Confrontation, 1968__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Images of War

TE, p. 749

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Section 5 Objectives 1. Describe Nixon’s policy of Vietnamization. 2. Explain the public’s reaction to the Vietnam War

during Nixon’s presidency. 3. Describe the end of U.S. involvement and the final

outcome in Vietnam. 4. Examine the war’s painful legacy in the United

States and Southeast Asia.


PE, p. 754




__ One American’s Story: Alfred S. BradfordPE, p. 754

__ Graphs: Total U.S. Bomb Tonnage; U.S. Aerial Bomb Tonnage, 1965–1971PE, p. 755

__ Graphs: Federal Deficit and Unemployment, 1933–1945PE, p. 517

__ History Through Photojournalism: Kent StatePE, p. 757

__ Key Player: Henry KissingerPE, p. 758

__ Historical Spotlight: Vietnam Veterans Memorial — The WallPE, p. 760

__ Now & Then: U.S. Recognition of VietnamPE, p. 761

__ More About: Vietnamization; Kent State; The Pentagon Papers; Returning Veterans; Tim O’Brien; African-American Soldiers in VietnamTE, pp. 755–757, 759, 762, 763

__ Cooperative Learning: Honoring the Returning Vietnam VeteranTE, p. 760

__ Critical Thinking: The War in VietnamCritical Thinking Transparency CT30

Cross-Curricular Links__ Politics: MIA’s

TE, p. 759__ Geography: The Vietnam War

Geography Transparency GT30



Name Date

22

The End of the War and Its Legacy

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TENNESSEE PLANNER

Process Standards

P3, P6, P7, P8, P10, P11, P12, P15, P18, P19, P22, P23, P32, P33, P34, P37


Era 9, 5.1; Era 9, 5.2; Era 10, 5.1; Era 10, 5.2


9.9



Lesson Plan for The End of the War and Its Legacy continued


Differentiating Instruction__ Less Proficient Readers: Chronological Order


__ Gifted and Talented Students: Violence on CampusTE, p. 756Integrated Assessment Book

__ Students Acquiring English/ESL: Understanding IdiomsTE, p. 757Access for Students Acquiring English, p. 238, 242–243Spanish Reading Study Guide, pp. 225–226



__ Electronic Library of Primary SourcesPesidential Commission on Campus Unrest, on the Kent State Tragedy, 1970


classzone.com







Block Scheduling Options__ Cooperative Learning: Creating a Vietnam War Poster


__ Humanities: Fall of Saigon; The Blind Leading the BlindHumanities Transparencies HT28, HT45

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Section 1 Objectives 1. Describe the growth and diversity of the Latino

population in the United States during the 1960s. 2. Summarize the efforts of Latinos to secure civil

rights and respect for their cultural heritage. 3. Explain the efforts of Native Americans to secure

reforms in government policies.

Introduce the Chapter__ Interpreting the Photograph: Hippies





PE, p. 768




__ Historical Spotlight: Desperate JourneysPE, p. 769


__ Key Player: Cesar ChavezPE, p. 770

__ Time Line: Native American Legal VictoriesPE, p. 773

__ Historic Decisions of the Supreme Court: Reynolds v. Sims (1964)PE, pp. 774–775

__ More About: Jessie Lopez de la Cruz; Union Organizer; The Trail of Broken Treaties; Warren’s Majority Opinion; Population DisparitiesTE, pp. 770, 772, 774, 775

__ Primary Sources: The Farm Workers Movement; United Farm Workers PosterUnit 6 In-Depth Resources, pp. 74–75

__ Geography: Latino and Native American Population Centers, 1970Geography Transparency GT31

__ American Lives: Cesar ChavezUnit 6 In-Depth Resources, p. 81

An Era of Social Change 179


Name Date

23

Latinos and Native Americans Seek Equality

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P9, P15, P15, P32, P33, P35


Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2


9.10


9.3, 9.7



Lesson Plan for Latinos and Native Americans Seek Equality continued


Cross-Curricular Links__ Economics: Researching Boycotts and Consumer Power


__ Literature: from Les VendidosUnit 6 In-Depth Resources, pp. 78–80

Differentiating Instruction__ Gifted and Talented Students: Researching AIM

TE, p. 771__ Students Acquiring English/ESL




Cesar Chavez, The Birth of La Causa, 1962__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Listing Native American Demands

TE, p. 772__ Humanities: Mural in Los Angeles

Humanities Transparency HT29

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Section 2 Objectives 1. Identify factors that led to the rise of the women’s

movement in the 1960s. 2. Describe some of the early gains and losses of the

women’s movement. 3. Summarize the legacy of the women’s movement

in employment, education, and politics.


PE, p. 776




__ One American’s Story: Betty FriedanPE, p. 776

__ Graph: Women in the Workplace, 1950–2000PE, p. 777

__ Key Player: Gloria SteinemPE, p. 778


__ More About: The Feminine Mystique; Phyllis SchlaflyTE, pp. 778, 779

__ Connections Across TimeTE, p. 779

__ Primary Source: from The Feminine MystiqueUnit 6 In-Depth Resources, p. 76

__ American Lives: Betty FriedanUnit 6 In-Depth Resources, p. 82

__ Critical Thinking: The Women’s Movement; Percentage of All Women Who Are Working, 1950–1995Critical Thinking Transparencies CT31, CT65

Cross-Curricular Links__ Government: Equal Rights Amendment


__ Geography: The Equal Rights AmendmentUnit 6 In-Depth Resources, pp. 72–73



Name Date

23

Women Fight for Equality

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TENNESSEE PLANNER

Process Standards

P6, P7, P12, P32, P34, P37


Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2


9.10


9.3, 9.7



Lesson Plan for Women Fight for Equality continued



Reading Study Guide, pp. 231–232__ Students Acquiring English/ ESL: Decoding Idioms

TE, p. 778Access for Students Acquiring English, pp. 247, 250–251Spanish Reading Study Guide, pp. 231–232



National Organization for Women, from NOW’s Statement of Purpose, 1966__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Surveying the Workplace


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Section 3 Objectives 1. Describe the flowering and decline of the

counterculture in the 1960s. 2. Summarize the impact of the counterculture on

art, fashion, music, and attitudes. 3. Explain the conservative response to the

counterculture.


PE, p. 781




__ One American’s Story: Alex FormanPE, p. 781


__ History Through Music: Protest Songs of the SixtiesPE, p. 784

__ Daily Life: Signs of the SixtiesPE, pp. 786–787

__ More About: Hippie Speak; Communes; Woodstock; Baez and Dylan; Conservative Backlash; Music of the 1960s; Popular MoviesTE, pp. 782–785, 786, 787

__ Skillbuilder Lesson: Comparing and ContrastingTE, p. 782Unit 6 In-Depth Resources: Skillbuilder Practice, p. 68

Cross-Curricular Links__ Music: Classic Rock


__ Popular Culture: Changing AttitudesTE, p. 784Integrated Assessment Book



Name Date

23

Culture and Counterculture

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TENNESSEE PLANNER

Process Standards

P32, P34


Era 9, 6.1; Era 10, 5.1


9.6



Lesson Plan for Culture and Counterculture continued




Access for Students Acquiring English, pp. 248–249Spanish Reading Study Guide, pp. 233–234



__ America’s Music CDTrack 26, “We Shall Overcome, “1960

__ Using the Internetclasszone.com







Block Scheduling Options__ Primary Source: Popular Song


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Section 1 Objectives 1. Summarize Nixon’s plans to lead the nation on a

more conservative course. 2. Analyze Nixon’s efforts to win the support of

Southern Democrats. 3. Describe the steps Nixon took to battle stagflation. 4. Examine the importance of Nixon’s visits to China

and the Soviet Union.

Introduce the Chapter__ Interpreting the Photograph: Nixon leaves the White House





PE, p. 794




__ One American’s Story: Henry KissingerPE, p. 794Unit 7 In-Depth Resources: American Lives, p. 20

__ Analyzing Political Cartoons: “Domestic Life”PE, p. 795

__ Historical Spotlight: Americans Walk on the MoonPE, p. 796

__ Historical Spotlight: The Twenty-Sixth AmendmentPE, p. 798

__ World Stage: The Yom Kippur WarTE, p. 799

__ Key Player: Richard M. NixonPE, p. 800

__ More About: Nixon’s Legislative Accomplishments; Neil Armstrong; George C. Wallace; Busing; Warren Burger; Nixon in China; SALT ITE, pp. 795–798, 800, 801


__ Primary Source: Newspaper Front PageUnit 7 In-Depth Resources, p. 13

An Age of Limits 185


Name Date

24

The Nixon Administration

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TENNESSEE PLANNER

Process Standards

P3, P6, P7, P12, P15, P21, P32, P37


Era 9, 4.2; Era 10, 2.2; Era 10, 3.2; Era 10, 5.2


9.9


9.8, 10.3



Lesson Plan for The Nixon Administration continued


Cross-Curricular Links__ Government: Confirming a Supreme Court Justice; Mao Zedong Rule


Differentiating Instruction__ Less Proficient Readers: Summarizing


__ Gifted and Talented Students: Evaluating an Autobiographic SourceTE, p. 799

__ Students Acquiring English/ESL: Understanding IdiomsTE, p. 797Access for Students Acquiring English, p. 254Spanish Reading Study Guide, pp. 237–238



classzone.com





Block Scheduling Options__ Cooperative Learning: Walk on the Moon


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Section 2 Objectives 1. Analyze how Nixon and his advisors sought to

increase the power of the presidency. 2. Summarize the details of the Watergate burglary. 3. Describe how the Watergate scandal was uncovered. 4. Explain why the House Judiciary Committee voted

to impeach Nixon and analyze the impact of Watergate on American politics.


PE, p. 802



__ Discuss key questionsTE, pp. 802–804, 806, 809

__ One American’s Story: Barbara JordanPE, p. 802

__ Historical Spotlight: Woodward and BernsteinPE, p. 804

__ Analyzing Political Cartoons: The White House TapesTE, p. 806

__ More About: The Imperial Presidency; Senate Watergate Hearings; Spiro T. Agnew; The Tapes; Nixon’s ResignationTE, pp. 803, 805–807

__ Cooperative Learning: Writing an Editorial about the Saturday Night MassacreTE, p. 805Integrated Assessment Book

__ Primary Source: from All the President’s MenUnit 7 In-Depth Resources, p. 14

__ American Lives: Barbara JordanUnit 7 In-Depth Resources, p. 21

__ Critical Thinking: The Watergate Scandal; Shift in Presidential Politics, 1968–1972Critical Thinking Transparencies CT32, CT66

Cross-Curricular Links__ Government: Gerald Ford’s Succession to the Presidency

TE, p. 806__ Art: “I Am the Law”

Humanities Transparency HT46



Name Date

24

Watergate: Nixon’s Downfall

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TENNESSEE PLANNER

Process Standards

P3, P8, P15, P21, P32, P33, P34


Era 10, 4.1


10.2


10.1, 10.4



Lesson Plan for Watergate: Nixon’s Downfall continued


Differentiating Instruction__ Less Proficient Readers: Creating a Time Line


__ Students Acquiring English/ ESLAccess for Students Acquiring English, p. 255Spanish Reading Study Guide, pp. 239–240



House Judiciary Committee, Articles of Impeachment, 1973__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Loyalty and Ethics


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Section 3 Objectives 1. Summarize Gerald Ford’s efforts to confront

economic problems and handle foreign policy. 2. Analyze the significance of Jimmy Carter’s election

in 1976. 3. Identify Jimmy Carter’s approach to solving

economic problems. 4. Describe Carter’s foreign policy. 5. Analyze Carter’s achievement and failures in foreign

policy matters.


PE, p. 810




__ Difficult Decisions: Pardoning President NixonPE, p. 811

__ Key Player: Jimmy CarterPE, p. 812

__ Graphs: Unemployment and Inflation, 1970–1980; Employment in Manufacturing and Service Industries, 1950–2000PE, pp. 813, 814

__ World Stage: Soviet-Afghanistan WarPE, p. 815

__ Map: Middle East, 1978–1982PE, p. 816

__ Historic Decisions of the Supreme Court: Regents of the University of California v. Bakke (1978)PE, pp. 818–819

__ More About: Ford and Presidential Vetoes; Andrew Young; Anwar el-Sadat; A Crisis and a TV Show; The Politics of Affirmative Action; Affirmative Action and the Supreme CourtTE, pp. 811, 814, 816–819


__ Geography: Oil Consumption in the 1970sUnit 7 In-Depth Resources, pp. 11–12

__ Literature: from Memories of the Ford AdministrationUnit 7 In-Depth Resources, pp. 17–19

Cross-Curricular Links__ Civics: Debating the Nixon Pardon

TE, p. 811__ Economics: Unemployment and Inflation

TE, p. 813



Name Date

24

The Ford and Carter Years

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TENNESSEE PLANNER

Process Standards

P8, P10, P11, P17, P18, P19, P22, P23, P32, P33, P34, P36


Era 10, 2.2; Era 10, 3.2; Era 10, 4.1; Era 10, 5.2


9.9, 9.14


10.3



Lesson Plan for The Ford and Carter Years continued


__ Government: Human Rights and Foreign PolicyTE, p. 815

__ World History: Creation of the State of IsraelTE, p. 816

Differentiating Instruction__ Less Proficient Readers: Clarifying Inflation


__ Gifted and Talented Students: Economics and SocietyTE, p. 814




Jimmy Carter, On Energy and National Goals, 1979__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Geography: OPEC (Organization of Petroleum Exporting Countries)

Geography Transparency GT32__ Humanities: Bicentennial Celebration

Humanities Transparency HT30C

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Section 4 Objectives 1. Summarize the origins of the environmental

movement. 2. Identify key environmental issues of the 1970s. 3. Explain the goals of the continuing environmental

movement.


PE, p. 820




__ One American’s Story: Lois GibbsPE, p. 820

__ Key Player: Rachel CarsonPE, p. 821


__ Science & Technology: The Accident at Three Mile IslandPE, p. 823

__ More About: The Environmental Protection Agency; Trans-Alaska Pipeline; Nuclear AccidentsTE, pp. 822, 823

__ History Through Film: Hollywood and Nuclear FearsPE, p. 824

__ Now & Then: Air Pollution in CaliforniaPE, p. 825

__ Skillbuilder Lesson: Analyzing AssumptionsTE, p. 822Unit 7 In-Depth Resources: Skillbuilder Practice, p. 6

Cross-Curricular Links__ Science: Earth Day Activities

TE, p. 821__ Science: Researching Chernobyl




Name Date

24

Environmental Activism

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TENNESSEE PLANNER

Process Standards

P6, P7, P12, P37



Lesson Plan for Environmental Activism continued



Reading Study Guide, pp. 243–244__ Students Acquiring English/ ESL




__ Electronic Library of Primary SourcesVideocassette Volume 3

__ America’s Music CD__ American Stories Video

People of Color Environmental Leadership, Principles of Environmental Justice, 1991__ Using the Internet

classzone.com







Block Scheduling Options__ Link to Science: Nuclear Energy Pro and Con


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Section 1 Objectives 1. Identify the reasons for the resurgence of

conservative values, and list the major goals of the New Right.

2. Analyze the emergence of Reagan and Bush as conservative leaders.

Introduce the Chapter__ Interpreting the Photograph: Ronald Reagan





PE, p. 830



__ Discuss key questionsTE, pp. 830, 832

__ One American’s Story: Peggy NoonanPE, p. 830

__ Chart: Goals of the Conservative MovementPE, p. 831

__ Key Player: Ronald ReaganPE, p. 832

__ Map: Presidential Election of 1980PE, p. 833

__ More About: Peggy Noonan; Liberals v. ConservativesTE, p. 831

Cross-Curricular Links__ Politics: Shifts to Conservatism

TE, p. 832

The Conservative Tide 193


Name Date

25

A Conservative Movement Emerges

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P10, P11, P15, P17, P18, P22, P23, P32, P36, P37


Era 10, 5.2


10.4


10.8



Lesson Plan for A Conservative Movement Emerges continued


Differentiating Instruction__ Less Proficient Readers: Clarifying Conservation





classzone.com





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Section 2 Objectives 1. Summarize Reagan’s economic programs. 2. Describe the changes that occurred in the makeup

and decisions of the Supreme Court. 3. Identify results of deregulation of the savings and

loan industry and of cutting the budget of the Environmental Protection Agency.

4. Analyze the presidential elections of 1984 and 1988.


PE, p. 834




__ Economic Background: The “Trickle-Down” TheoryPE, p. 835

__ Tracing ThemesPE, p. 836

__ More About: The Laffer CurveTE, p. 835

__ Skillbuilder Lesson: Analyzing Political CartoonsTE, p. 836Unit 7 In-Depth Resources: Skillbuilder Practice, p. 27

__ Historical Spotlight: An Assassination AttemptPE, p. 837

__ Primary Sources: Political Cartoon; from Ronald Reagan’s Farewell AddressUnit 7 In-Depth Resources, pp. 36–37


__ Critical Thinking: The Conservative 1980s; Theory of Supply-Side EconomicsCritical Thinking Transparencies CT33, CT67

Cross-Curricular Links__ Literature: from The Bonfire of the Vanities

Unit 7 In-Depth Resources, pp. 40–41



Name Date

25

Conservative Policies Under Reagan and Bush

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TENNESSEE PLANNER

Process Standards

P6, P7, P10, P12, P17, P18, P19, P22, P23, P32, P36, P37


Era 10, 2.1; Era 10, 5.2


10.4


10.3, 10.8



Lesson Plan for Conservative Policies Under Reagan and Bush continued


Differentiating Instruction__ Less Proficient Readers: Charting Reaganomics


__ Students Acquiring English/ESL:Access for Students Acquiring English, pp. 264, 267Spanish Reading Study Guide, pp. 249–250



Ronald Reagan, On the Program for Economic Recover, 1981__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning:Researching Supreme Court Cases

TE, p. 837

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Section 3 Objectives 1. Identify national concerns about education, drug

use, health issues, and urban problems. 2. Summarize political, economic, and social gains

achieved by women. 3. Describe how conservative policies affected minority

groups.


PE, p. 839




__ One American’s Story: Trevor FerrellPE, p. 839

__ Now & Then: AIDS WorldwidePE, p. 840

__ Difficult Decisions: Sending Money into SpacePE, p. 841


__ Chart: Women’s and Men’s Average Yearly Earnings in Selected Careers, 1982PE, p. 842

__ More About: AIDS Memorial Quilt; Geraldine Ferraro; Jesse Jackson’s Campaign; Richmond v. J.A. Croson Company; Las Vegas; NevadaTE, pp. 840, 842, 843, 846


__ Cooperative Learning: Minority Population Growth and DistributionTE, p. 844Integrated Assessment Book

__ Primary Source: Civil Rights in 1980sUnit 7 In-Depth Resources, p. 38

__ Geography Spotlight: Sunbelt, Rustbelt, EcotopiaPE, pp. 846–847



Name Date

25

Social Concerns in the 1980s

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TENNESSEE PLANNER

Process Standards

P3, P8, P15, P16, P20, P21, P32, P33


Era 10, 3.1; Era 10, 4.2; Era 10, 5.2


10.4


10.8



Lesson Plan for Social Concerns in the 1980s continued


Cross-Curricular Links__ Geography: Latino Population in the 1980s

Unit 7 In-Depth Resources, pp. 32–33__ Literature: “Salvador Late or Early”


Differentiating Instruction__ Less Proficient Readers: Outlining Social Issues; Identifying Main Ideas and Supporting Details

TE, pp. 840, 842Reading Study Guide, pp. 251–252

__ Students Acquiring English/ESL: Understanding VocabularyTE, p. 843Access for Students Acquiring English, pp. 265, 268–269Spanish Reading Study Guide, pp. 251–252



Carlos Alberto Montauer, Why Fear Spanish, 1988__ America’s Music CD__ Using the Internet

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Block Scheduling Options__ Cooperative Learning: Developing a Plan for Better Schools


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Section 4 Objectives 1. Identify changes in the Communist world that

ended the Cold War. 2. Summarize U.S. actions taken to influence Central

American and Caribbean affairs. 3. Describe the events leading up to the Iran-Contra

scandal. 4. Analyze U.S. involvement in the Persian Gulf War.


PE, p. 848




__ One American’s Story: Colin PowellPE, p. 848

__ World Stage: Democratic Elections in RussiaPE, p. 849

__ More About: Perestroika; Eastern Europe and the Treaty of Versailles; Tiananmen Square; Iran-Contra Affair; Persian Gulf WarTE, pp. 849, 850, 852, 853

__ Map: Central America and the Caribbean, 1981–1992PE, p. 851

__ Point/CounterpointPE, p. 853

__ Map: The Persian Gulf War, 1990–1991PE, p. 854

__ Cooperative Learning: Gulf War Veterans, Experiences and ProblemsTE, p. 854Integrated Assessment Book

__ Primary Source: The First Day of Desert StormUnit 7 In-Depth Resources, p. 39

__ American Lives: Daniel InouyeUnit 7 In-Depth Resources, p. 44

Cross-Curricular Links__ Government: The Iran-Contra Affair and the U.S. Constitution

TE, p. 852Integrated Assessment

__ Geography: The Cold War Ends, 1989–1990Geography Transparency GT33

__ Humanities: “Jobs That May Be Lost”Humanities Transparency HT47



Name Date

25

Foreign Policy After the Cold War

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TENNESSEE PLANNER

Process Standards

P3, P14, P15, P21, P32, P34


Era 10, 3.2; Era 10, 4.1; Era 10, 5.2


10.4


10.10



Lesson Plan for Foreign Policy After the Cold War continued


Differentiating Instruction__ Less Proficient Readers: Locating Place Names on a Map


__ Gifted and Talented Students: Nicaragua and the United StatesTE, p. 851




__ Electronic Library of Primary SourcesJeane J. Kirkpatrick, from The United States and the World: Setting Limits, 1986


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Block Scheduling Options__ Cooperative Learning: Creating a Foreign Affairs Time Line


__ Outline Map: U.S. Attention on the Middle EastUnit 7 In-Depth Resources, pp. 34–35

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CHAPTER Section 2 (pages 641–651) 19 Lesson Plan The ... · PDF file156 Chapter 19, Section 4 Lesson Plan for The Other America continued ... 4. Explain the Cold War symbolism of